Abstract:
The traditional expert delivery model of inservice with teachers has been shown to have some limitations for long-term understanding and professional growth. As an alternative, a facilitated action research inservice model offers the opportunity for teachers to identify areas of interest and their associated individual professional development needs. Such a program has been implemented throughout 1994 by Australian Catholic University personnel with a cohort of teachers (K-12) from six Catholic schools in a provincial town.
The format of the session includes an introduction to the project with brief presentations from teachers interspersed with audience participation and interaction. The session allows the teachers from the K-12 Inservice Project to outline their areas of focus and report on their experiences in the project. Areas of focus include academic motivation (Senior Secondary College), pastoral care (Junior Secondary College), personal development and sexuality (Primary School), and parent-teacher partnership (K-12).
To promote the exchange of ideas between teachers and Conference delegates some processes used in the project will be modelled.
The format of the session includes an introduction to the project with brief presentations from teachers interspersed with audience participation and interaction. The session allows the teachers from the K-12 Inservice Project to outline their areas of focus and report on their experiences in the project. Areas of focus include academic motivation (Senior Secondary College), pastoral care (Junior Secondary College), personal development and sexuality (Primary School), and parent-teacher partnership (K-12).
To promote the exchange of ideas between teachers and Conference delegates some processes used in the project will be modelled.